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Education Support Officer - Childhood Education & Care (Aboriginal Targeted) (Campbelltown & Mount Druitt)

JuniorMid levelPart-timeHybridMount Druitt NSW 2770, AustraliaPosted 2 weeks agoVerified 2 weeks ago
Pending fitX of Y criteria met

About the job

The Education Support Officer for Childhood Education and Care is a vital position that contributes to the Aboriginal Early Childhood Education and Care Workforce Supported Pathways Program. This job is all about empowering Aboriginal participants to succeed in their studies while fostering a culturally responsive learning environment. The team thrives on collaboration, innovation, and a shared commitment to making a life-changing impact in the community.

You'll be responsible for

📚

Supporting the delivery of the ECEC Workforce Supported Pathways Program

Playing a crucial role in assisting the implementation of the Aboriginal Early Childhood Education and Care Workforce Supported Pathways Program.
🤗

Providing practical support to students

Offering culturally responsive support to students, helping them build confidence and develop new skills.
💬

Engaging with students in various learning environments

Supporting learners one-on-one and in small groups across face-to-face and online settings.

Key criteria

📚

Diploma in Early Childhood Education

Possession of a Diploma or higher in Early Childhood Education.

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👩‍🏫

3+ years educator experience

Demonstrated experience as an educator in a regulated Early Childhood Service.

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💬

High-level communication skills

Proven ability to explain ideas clearly and concisely.

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Meet the team

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4 criteria for this job
Diploma in Early Childhood Education
Possession of a Diploma or higher in Early Childhood Education.

View

3+ years educator experience
Demonstrated experience as an educator in a regulated Early Childhood Service.

View

High-level communication skills
Proven ability to explain ideas clearly and concisely.

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Relationship-building skills
Experience establishing effective relationships with diverse individuals.

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